Design and Evaluation of an Online Inquiry Learning Space to Support Students' Conceptualization Skills

• In Event: Science and Inquiry in Technology-Based Learning Environments

Abstract

We designed an inquiry learning space (ILS) to embed an interactive simulation in a structured and scaffolded online learning environment. The design was based on a five-phase inquiry cycle model (Orientation, Conceptualization, Investigation, Conclusion, and Discussion) that included scaffolding in each phase. The ILS was tested with secondary school students using two conditions which differed in the level of support provided by scaffolds (i.e. a Questioning Tool and a Hypothesis Tool) in the Conceptualization phase. Evaluation was based on a qualitative comparison of student-generated questions and hypotheses made in the two conditions as well as on direct researcher observations made during the intervention. The findings offer suggestions for the effective design of online inquiry learning spaces.

Authors

• Leo Aleksander Siiman, University of Tartu

• Margus Pedaste, University of Tartu

• Mario Mäeots, University of Tartu

• Zacharias C. Zacharia, University of Cyprus